59394347 unesco e learning in the republic of korea 9785905175015
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UNESCO Institute for Information Technologies in Education
Authors:
Dae Joon Hwang (Professor, Sungkyunkwan University, [email protected])
Hye-Kyung Yang (Principal Researcher, Korea Education Research InformationService, [email protected])
Hyeonjin Kim (Assistant Professor, Korea National University of Education,[email protected])
Opinions expressed in this book are those of the authors and do not necessarilyreflect the views of UNESCO.
Published by the UNESCO Institute for Information Technologies in Education
8 Kedrova St., Bldg. 3,
Moscow, 117292, Russian Federation
Tel.: +7 499 1292990
Fax: +7 499 1291225
E-mail: [email protected]
iite.unesco.org
UNESCO Institute for Information Technologies in Education, 2010ISBN 978-5-905175-01-5
Printed in the Russian Federation
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Foreword
When, today, one wishes to capture the essence of the planets socio-
economic state of play, the expression Global Knowledge Society
seems to find universal favour. It best renders, even cross-culturally,
the sense of a phenomenon that has permeated the language and
culture of everyone from the Hong Kong trans-national banker to the
German fiber-optics researcher, from the Sakha (Yakutia) nomadicreindeer herder to the Samoan fire dancer.
To the extent that an individual, whether he/she lives in a subsistence
or R&D/Service-driven economy, has access to any form of print
or electronic media, this person is a user of, and contributor to, the
creation, accumulation, storage, retrieval, analysis, and application
of knowledge. Indeed, all macro-economic forces share one thing in
common which is the generation of knowledge.
From the foregoing, two conclusions commend themselves. First,
the lowest common denominator of the entire matrix is education
and particularly basic education (i.e. literacy and numeracy). And
second, if education is the primary driving regenerative force, ICT
plays a role of equivalent importance inasmuch as it is the vehicle
of choice by means of which knowledge is not only shared around
the globe but is also returned in the form of user feed-back. Put
simply, ICT helps professional educators to re-examine some
of their initial assumptions about relevance, equity, and cost-effectiveness and, where necessary, to make the adjustments needed
to enrich the quality of the source from which it emanated in the
first place.
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4 E-Learning in the Republic of Korea
Professionals working in both the public and private sectors
have, for at least the past half-century, recognized the need for
coherent policies in education and indeed some of UNESCOsmost seminal work has been done in the fields of policy and
financing in education. Yet it is only recently that they have come
to realize that, by not including the place of ICT in education, the
task is only half done. And the starting point, it is widely agreed,
is the acknowledgment of the inter-connectedness of education
and ICT. If education is the whatof global knowledge and ICT, the
how, then it follows that, together, they furnish the answer to the
question why.
ICT, and ICT alone, has the capacity to provide the means by which
the widely-used concept of lifelong learning has an operational
meaning. Without it, the notion is little more than a noble aspiration.
Without ICT, concepts like equal access to educationand education
for allare condemned to the fate of a slogan: however right they may
be, without the means to share the knowledge generated by formal
and non-formal educators, they can never be more than an empty
call to promote equity and justice.
It was in recognition of this fact that, in the closing years of the
last century, UNESCOs General Conference created the UNESCO
Institute for Information Technologies in Education (IITE). Located
in Moscow, it was tasked first, with developing and implementing
the Organizations programmes in education and second, with
serving as a centre of excellence and technical expertise in this
field. It continues today as the only such body in the entire
Organization and as such, plays indeed is expected to play
not only a regional but global role in promoting the application of
ICT technology to a full range of formal and non-formal learning
environments.
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Foreword 5
e IITE contributes to the Organizations efforts to, variously:
bridging the digital divide;
promoting e-environments as a means of reinforcing national
efforts to create knowledge societies;
contributing to policy dialogue;
supporting national and local efforts to harness ICT in the service
of education and training;
disseminating research on best practices.
I wish to draw your attention to a particularly relevant publication
prepared by a number of well-known Korean policy makers, scientists
and practitioners, all of whom are, in one way or another, skilled in
the application of ICT to education in their country, a country that
has made significant advances in respect to both policy formation
and e-Learning over the past few years. In the pages that follow, the
reader will find a detailed description of the challenges met, lessons
learned, and corrective steps taken in such areas as the planning,
implementation, and monitoring of ICT-supported programmes.
It is my view that the efforts of our Korean colleagues pass the test
of excellence in its own right, the test of global relevance, and finally,
the test of responding to the expectations of the participants in the
Global Knowledge Society. For those reasons, I take great pleasure in
commending this publication to all those who, whether personally
or professionally, feel compelled to rise to what is arguably one of the
great challenges of the 21stcentury.
Dendev Badarch
UNESCO IITE Director a.i.
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Executive Summary
is survey of ICT innovations in education in the Republic of
Korea (ROK) introduces the ICT policies and initiatives, including
the legal framework, organizational structure, budget, and policy
implementation processes with a special focus on infrastructure,
curriculum, teacher training, global standards and a quality
assurance system, monitoring and evaluation systems, and the globalcontribution.e survey describes the process of policy planning and
implementation, goals, experiences, and lessons, which can serve as
a useful reference to other UNESCO Member States in their policy
work.
Since 1996 the development of ICTs within the education system of
the Republic of Korea has been implemented under three national
master plans. e first Master Plan (19962000) was focused on the
establishment of a world-class ICT infrastructure in elementary andsecondary schools. e objective of the second Master Plan (2001
2005) was to enhance the quality of education by allowing open
access to educational content and providing teacher training for the
integration of ICT into classroom teaching practices. In addition,
the National Education Information System (NEIS) was developed
as a computer network maintained by the Ministry of Education
to facilitate the electronic management of all education-related
administrative tasks. e third and most recent Master Plan (2006
2010) has been focused on the creation of sustainable learningenvironments with u-Learning and future education through more
flexible and secure educational services such as the development of
digital textbooks.
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Executive Summary 7
e use of ICT in education in ROK has been driven by a strong
cooperation among three key players: Ministry of Education, Science,
and Technology (MEST), Korea Education and Information Service(KERIS), and 16 Metropolitan Provincial Offices of Education
(MPOEs). MEST has been coordinating the processes from policy
planning to implementation. As a government agency, KERIS has been
playing exclusive role in supporting and planning implementation
of the national ICT policy. Sixteen MPOEs have been autonomously
implementing the national ICT policy at the regional level.
e establishment of ICT infrastructure in schools was aimed to
promote education equity by bridging the digital divide. e SchoolAdvancement Project, which included the establishment of school
LANs, Internet-connected multimedia labs, provision of PC and
information devices for classrooms, and personnel support, had been
implemented according to the three national master plans. Since the
mid-1990s national initiatives for supporting ICT integration into
the school curriculum have been gathering momentum.e projects
ranged from educational content such as supplementary materials
and educational soware for the development of digital textbooks.
Educational content, which almost in full has been provided andshared in EDUNET, plays an important role in the curriculum
integration of ICT.
Since the late 1980s the ROK government has provided teacher
training for both ICT literacy and integration purposes. e focus of
teacher training, however, has changed over the course of the three
master plans from computer literacy to curriculum integration. In
addition, the government has built the teacher training framework
for ICT in education to meet the specific needs faced by teachersthroughout their career. e new teacher roles and adequate ICT
competencies should be taken into consideration for the future
design of teacher training.
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8 E-Learning in the Republic of Korea
e information service system in education is comprised of
three main groups: EDUNET (for teaching and learning), EMIS
and NEIS (for administration), and CHLS (for home learning).EDUNET was developed to operate and provide multimedia
materials, instructional lesson plans and evaluation items
according to school level. EMIS focuses mostly on collecting
annual statistical data from educational institutions while NEIS
manages and integrates personnel, financial, and school affairs
within or between institutions, regional offi ces and the Ministry
of Education. CHLS provides individual learning materials and
online tutorial support in order to bridge the education divide for
aer school private tutoring. ese services are aimed to providean effective environment, improve productivity and efficiency, and
harness ICT in education nation-wide for teaching and learning
and administrative purposes.
As e-Learning technologies become increasingly utilized for
educational courses, issues related to standardization for reusability
and interoperability, assurance of quality, and prevention of
adverse effects become crucial. erefore, national standards for
e-Learning were developed; a prime example is the enactment ofthe Korea Educational Metadata (KEM). Furthermore, in 2008 it
was proposed to the Joint Technical Committee (JTC) 001/SC36
of the International Organization for Standardization (ISO) and
the International Electrotechnical Commission (IEC) to integrate
South Korean national standards for e-Learning in international
standards. To enable quality control of e-Learning, the E-Learning
Quality Assurance System (EQAS) was established using such
criteria as content, service and platform. To promote and ensure a
safe and sound cyberspace in the educational area, MEST set up theEducation Cyber Security Center (ECSC) and implemented various
e-safety and e-ethics campaigns, as well as additional training
programmes.
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Executive Summary 9
Monitoring and evaluation systems are vital for the diagnostics
of the current status of the initiatives, evaluation of the outcomes
and planning of the measures for further improvement. e overallscheme of monitoring and evaluation of ICT policy in education
consists of measuring ICT in education for schools, ICT literacy tests
for students, as well as an external evaluation of major national ICT
projects.
Beyond domestic implementation, the Korean government has
expanded its cooperation with the global community to reduce the
digital divide through ICT in education. Representatives of over
50 countries visit the Republic of Korea every year to benchmarkbest practices in this sphere. e number of requests for consulting
projects for ICT in education through ODA grants and EDCF loans
has increased considerably.
ICT policy in education within the ROK has been recognized as a
best practice. e achievements of Korean e-Learning and ICT in
education policy are recognized as a result of a solid legal framework,
systematic implementation mechanism, secured budget and support,
timely capacity building, successful cooperation between public and
private sectors, and an effective monitoring and evaluation system.
On the other hand, there were a fair number of lessons that had to
be learned along the way. For the future, the ROK government is
advised to continuously pay attention to further investment in ICT in
education for sustainable development of e-Learning and innovation
of educational practices.
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Acknowledgements
e material and data on educational institutes and institutions used
for analysis build on the initiatives and projects in ICT in education
and e-Learning taken by MEST.
is study benefited mostly from support given by Dr. Se-Yeoung
Chun, KERIS President, through sharing the most current issues and
relevant research materials and results obtained by KERIS.
Dr. YoungSuk Suh and Dr. YongSang Cho devoted their time and
efforts to reflect on the scope and contents of the study.
National IT Industry Promotion Agency (NIPA) contributed towards
multidimensional perspectives and sharing the results appeared in
annual publication of Survey of the e-Learning Industry in Korea
in 2010.
Pieter Swart and Benjamin Campbell voluntarily contributed to
proofreading the text several times.
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Table of Contents
Foreword 3
Executive Summary 6
Acknowledgements 10
I. I
1. Objectives 17
2. Scope 18
3. e Current Status of ICT Use in Education in the Republic of Korea 203.1 Overview 203.2 High Demand for Education Innovation 213.3 ICT Infrastructure 223.4 E-Learning to Reform Education in the Republic of Korea 23
II. PP
1. Overview 251.1 Directions of ICT Use in Education 261.2 Roles of Organizations 271.3 Utilization of ICT Infrastructure 291.4 Government Initiatives to Fully Utilize ICT 29
2. ICT Policy for Quality Education 312.1 e Master Plan I for ICT Use in Education 33
2.2
e Master Plan II for ICT Use in Education 342.3 e Master Plan III for ICT Use in Education 36
3. Policies for Promotion of E-Learning 373.1 Goals of E-Learning 373.2 Mobilization of ICT Policy 403.3 E-Learning in Higher Education 47
4. Alignment of National Strategy 57
5. Implications 595.1 Systematic Policy Implementation 595.2 Analysis of Major Factors in the Success of E-Learning 60
III. PI 1. Infrastructure 65
1.1 School Advancement Project 651.2 Disadvantaged Student Support 671.3 Implications 69
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12 E-Learning in the Republic of Korea
2. Curriculum Integration 692.1 Educational Content 702.2 Digital Textbooks 72
2.3 Implications 74
3. Teacher Capacity Building 753.1 Teacher Competency Indicators 753.2 Teacher Training 773.3 Implications 81
4. Information Service Initiatives 824.1. Education Information Service Framework 824.2 EDUNET - National Center for Teaching and Learning 844.3. Cyber Home Learning System 894.4. National Education Information System 95
4.5 EDUFINE 984.6 KOCW: OER Initiative in Korea 1004.7. Implications 102
5. Development of National E-Learning Standards 1065.1. Overview of E-Learning Standardization 1065.2. Status of E-Learning Standard 1105.3. E-Learning Quality Assurance System 1185.4 Implications 120
6. Prevention of Adverse Effects 1216.1 Internet Security 1226.2 Ethics in ICT 123
6.3 Implications 124
IV. ME
1. Monitoring and Evaluation Scheme 125
2. Measuring ICT in Education 126
3. ICT Literacy Assessment 128
4. ICT Policy Evaluation 130
5. Implications 132
V. GP
1. Overview and Status 1332. Implications 135
VI. C
References 143
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List of Tables 13
List of Tables
Table I-1. E-Learners in the Republic of KoreaTable I-2. e Roles of MEST, KERIS, and 16 MPOEs
Table II-1. Survey of E-Learning Supply Market in the Republicof Korea
Table II-2. Survey of E-Learning Demand Market in the Republicof Korea
Table II-3. Cyber Universities
Table II-4. Cyber Universities: LLEI
Table II-5. Goals of E-Learning in Higher Education Institutes
Table II-6. Types of Available E-Learning Courses in Higher EducationInstitutes
Table II-7. Availability of E-Learning Courses
Table II-8. Analysis of Student Preference in E-Learning
Table II-9. Expectations for E-Learning in Higher EducationInstitutions
Table II-10. Major Problems Facing Higher Education Institutions notUsing E-Learning
Table II-11. Analysis of RETI and Teachers Trained
Table II-12. Participation of Teachers
Table III-1. e Number of Students per PC
Table III-2. Types of Educational Content for Curriculum Integrationof ICT
Table III-3. Evolution of Educational Content in the Republic of Korea
Table III-4. Current Status of Digital Textbook Development
Table III-5. A Summary of the ICT Skill Standard for Teacher
Table III-6. Teacher Training for ICT in Education since 1988
Table III-7. Development of Digital Content
Table III-8. Education Information Acquired and Used throughEDUNET
Table III-9. EDUNET Membership
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14 E-Learning in the Republic of Korea
Table III-10. Cyber Home Learning System Usage Statistics
Table III-11. E-Learning in Various Educational Areas
Table III-12. Status of Korean Industry Standards (20042008)Table III-13. National Standards in Conformity with International
Standards
Table III-14. Educational Institutes covered by ECSC (as of 2009)
Table IV-1. Description of Indicators
Table IV-2. Core Indicators Used to Assess Feasibility of a Project
List of Figures
Figure I-1. Government Initiatives for ICT in Education
Figure II-1. Legal Frameworks for the Promotion of ICT
Figure II-2. Summary of the ree Master Plans for ICT Usein Education
Figure II-3. Major E-Learning Initiatives by Korean Ministries
Figure III-1. ICT Teacher Training Map
Figure III-2. Education Information Sharing Framework
Figure III-3. e Conceptual Structure of the Cyber Home LearningSystem
Figure III-4. Major Functions of EDUFINE
Figure III-5. Paradigmatic Changes in Standards
Figure III-7. E-Learning International Standardization System
Figure III-8. Government Initiatives in E-Learning
Figure V-1. Digital Divide among Countries
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List of Acronyms 15
List of Acronyms
CAI Computer Assisted Instruction
CEN European Committee for Standardization
CERT Computer Emergency Response Team
CHLS Cyber Home Learning System
DAC OECD Development Assistance Committee
DOI Digital Opportunity Index
EBS Educational Broadcasting Service
ECSC Education Cyber Security Center
EDCF Economic Development Cooperation Fund
EIU Economist Intelligence UnitEQAS E-Learning Quality Assurance System
HE Higher Education
HRD Human Resource Development
IDC International Data Corporation
IEC International Electrotechnical Commission
ISO International Organization for Standardization
ISST ICT Skill Standard for Teacher
ITU International Telecommunication Union
JTC Joint Technical Committee
KATS Korean Agency for Technology and Standards
KEM Korea Educational Metadata
KERIS Korea Education and Research Information Service
KICE Korea Institute of Curriculum and Education
KNISE Korea National Institute for Special Education
KOCW Korean Open Courseware
KRIVET Korea Research Institute for Vocational Education andTraining
LCMS Learning Content Management System
LLEI Life Long Education Institute
LMS Learning Management System
LTSC Learning Technology Standards Committee
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16 E-Learning in the Republic of Korea
MERLOT Multimedia Educational Resource for Learning and OnlineTeaching
MEST Ministry of Education, Science and TechnologyMHW Ministry of Health and Welfare
MKE Ministry of Knowledge Economy
MOPAS Ministry of Public Administration and Securities
MOGAHA Ministry of Government Administration and Home Affairs
MOL Ministry of Employment and Labour
MPB Ministry of Planning and Budget
MPOE Metropolitan and Provincial Offices of Education
NEIS National Education Information System
NHRD National Human Resource DevelopmentNIA National Information Society Agency
NIPA National IT Industry Promotion Agency
NSATUE National Scholastic Aptitude Test for University Entrance
NTTS National Teacher Training Information Service
NURI New University for Regional Innovation
OCW Open Courseware
ODA Official Development Assistance
OECD Organisation for Economic Co-operation and Development
OER Open Educational Resources
OSS Open Source Soware
PISA Programme for International Student Assessment
RETI Remote Education and Training Institutes
RIS Regional Information System
ROK Republic of Korea
SIMS School Information Management System
TTI Teacher Training Institute
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!
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1. Objectives
UNESCO gives high priority to the use of information and
communication technologies (ICT) for expanding access to qualityeducation. e Dakar Framework for Action states that the potential
of ICT should be used to help achieve EFA goals. According to the
Medium-Term Strategy of the UNESCO Institute for Information
Technologies in Education (IITE), ICTs can expand access and
enhance the quality of education. However, judicious choices are
essential for avoiding expensive errors that can have the opposite effect
to the one intended. Monitoring progress, understanding results, but
also learning by doing, are all essential to advancement (UNESCO
IITE, 2010). e majority of UNESCO Member States recognize ICT
as the catalyst for educational reform and innovation leading to the
increase of knowledge and information accessibility, the revision of
curriculum to meet the new demands of future education, teacher
development, social inclusion, and further raising the quality of
education.
e major objective of this study was to analyse information on
the reform of educational system and identify the best practices
in e-Learning performed in the Republic of Korea. e surveydescribes the process of policy planning and implementation, goals,
experiences, and lessons, which can serve as a useful reference to
UNESCO Member States in their education policy work.
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18 E-Learning in the Republic of Korea
e goal of the first efforts in adopting ICT in education in Korea
that date back to 1985 was to provide classrooms and teachers with
computers as a means to renovate school facilities and teachingmethods for primary and secondary school students. e use of
ICT in education has evolved from merely improving the school
environment to making education globally competitive through
continuous innovation of the educational system and simultaneous
nurturing of teacher capacity.
e enactment of the E-learning Industry Development Law in
2004 led to the development of a promising learning environment,
a knowledge business, whose revenue amounted to USD 2.1 billionin 2009, and promotion of smart education to be made available to
the ubiquitous society. E-learning contributed to the innovation of
training methods for teachers, employees, and government officials.
It has assumed an important role in the nurturing of human resources
across various sectors of Korean society.
e study pays special attention to why and how ICT use in
education and e-Learning have helped to innovate education and
training in Korea and the ways it followed in order to effectively meet
the challenges and demands of future education. is survey also
discusses human factors: the characteristics of students, teachers and
parents, the recognition of ICT by CEOs and the teachers of primary
and secondary schools which all constitute a significant part of the
core considerations for planning policies aimed at ICT promotion.
2. Scope
is analytical study includes an overview of e-Learning policiesand the implementation of ICT use in education in Korea. We will
discuss the legal framework, organizational structure, and the ways
of mobilizing funds necessary for this effort. We will also consider
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Introduction 19
the policy implementation process and place a special focus on
infrastructure, curriculum, teacher training, global standards, quality
assurance, monitoring and evaluation systems, and the global contri-bution.e research is underlain by the conceptual framework, which
rests upon the establishment of ICT infrastructure, development of
the education information service, legal foundations, and global
partnerships. Each chapter is concluded by policy implications that
summarize the lessons, suggestions, experiences, and raise issues to
be addressed in the future.
e initiatives taken during three five-year master plans to promote
ICT use and e-Learning in the education system are summarizedin Figure I-1. e initiatives were grouped into five categories:
information service, teacher capacity building, content development,
infrastructure, and organizational structures. e right line shows
Figure I-1. Government Initiatives for ICT in Education.
Source: Hwang (2008a).
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Initiatives of ICT Use in Education
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20 E-Learning in the Republic of Korea
the organizational structure in charge of a specific part of promotion
of ICT in education. e Korea Education and Information Service
(KERIS) was established in April 1999 to support, plan, promote,and monitor the adoption and utilization of ICT in education. e
Education Cyber Security Centre was set up to provide education
institutes with a secure environment for Internet access, use of
education information services, and protection against external
hacking attempts. e next line depicts the evolution of the use of
ICT infrastructure from hardware facilities available in classrooms to
e-Learning and further towards a ubiquitous learning infrastructure.
e central line shows the migration path of educational content
development from Computer Assisted Instruction (CAI) to digital
textbooks, which are quite similar to e-books available at present.e
line second from the ledepicts the evolution of the teacher training
system to nurture teachers in order to meet the demands raised by
students, to become aware of technology use and the paradigm shi.
e leline shows government initiatives taken to meet the demands
of students, teachers, schools, and the government.
3. The Current Status of ICT Use in Education
in the Republic of Korea
3.1 Overview
Rapid development of information technology helps to drive
knowledge and information-based society. How to define knowledge
and information-based society and what kind of trends can be
expected in terms of change? In knowledge and information-basedsociety, a new economic principle directs the society: knowledge is
considered more important than any other property; knowledge and
information prompt tougher competition than ever before.
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Introduction 21
e demands associated with social change lead education reform.
Education must be able to respond to social changes and ensure
adequate training of human resources to satisfy the demands of thechanging society. No matter how hard we try to prepare for such
changes, nobody can fully anticipate or predict changes to come.
erefore, a national strategic human resources development plan
for the next generation should be prepared on the basis of proper
foresight. Our society is increasingly multi-disciplinary. So an
individual cannot live autonomously and must be able to cooperate
and collaborate with others. us, importance of efficient and
effective communication and collaborative skills becomes a critical
factor in education.
3.2 High Demand for the Innovation of Education
e Republic of Korea faces such issues as the increase of private
tutoring expenses, the quality of public education, the grade and
competition-centred education system surrounding the National
Scholastic Aptitude Test for University Entrance (NSATUE),
which oen results in the declining self-esteem of teachers and
further discomfort of parents with the educational system. e
dissatisfaction of students and parents with public education leads
to extreme dependence on private education, even though it is
expensive. is trend restricts access to educational opportunities
for all on equal terms and impedes social harmonization in Korean
society.
In order to solve the education-related problems and to respond to the
new demands of the changing society, there is a need for reforming
school education and the educational system on the whole. ICT usein education and e-Learning as one of its components are one of the
best ways to expand educational opportunity so that students and
citizens can be satisfied with education.
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22 E-Learning in the Republic of Korea
3.3 ICT Infrastructure
e Republic of Korea has built a world-class IT infrastructure and
Internet facilities nationwide. For instance, the average number of stu-
dents per personal computer is 5.8, and 70.7% of schools are equipped
with 2Mbps Internet lines. e majority of the population in Korea is
able to access the Internet anywhere and anytime: Internet utilization
rate is 64.1% and 89.9% of the population use the Internet at home.
E-learning was adopted by 80.0% of regular education institutes
in 2009. According to the national statistics, 19.6% of regular
educational institutes adopted e-Learning in 2007, 17.7% in 2006
and 15.1% in 2005. However, e-Learning has been adopted in
69.7% of higher education institutes before the year 2005, which
means that e-Learning began to be used in higher education earlier
than in primary and secondary education in Korea. e adoption
of e-Learning was the highest in primary schools followed by
secondary schools and universities: primary schools (88.0%), middle
schools (78.0%), high schools (68.7%), junior-high schools (47.1%),
junior colleges (62.0%), and universities (78.0%). E-learning has
been recognized as a major tool for nurturing and training human
resources, with the reported use by 517,700 government officials in
2008, 1,550,000 employees and workers employed by companies in
2008, and 130,000 teachers per year.
With the dramatic increase in the use of e-Learning, its quality
management required the attention of learners and the government.
In addition, increased attention was paid to the sustenance of high
quality e-Learning services running at schools, cyber universities, as
well as e-Learning institutions established for job training, teacher
training, and government official training. According to the results
of the national poll, Korean learners found that the most attractive
features of e-Learning were cost saving and learning time followed by
system stability, content quality, diversity, and learning effects.
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Introduction 23
3.4 E-Learning to Reform Education
in the Republic of Korea
e results achieved since the introduction of ICT in education
make it possible to consider the implementation of e-Learning as an
alternative way to reform education in the Republic of Korea. First,
Korea has built a top-ranked IT infrastructure over the last decade.
e Facilitating E-Learning Industry Law defines e-Learning as a
learning process utilizing electronic devices, information technology
and broadcasting communication technology. According to the
International Telecommunication Union (ITU) in 2003, with the
Cyber Korea 21 Plan the Republic of Korea was ranked 4 th in theworld in terms of PC diffusion rates and 1stin the number of registered
high-speed Internet users. As stated in the Economist Intelligence Unit
(2003) study, the ROK was the 5thamong 60 countries for e-Learning
readiness, of which all the top 10 countries, except for Korea, were
English-speaking countries.e Republic of Korea is abreast the U.S in
the area of e-Learning readiness in the industrialfield. In addition, the
Educational Broadcasting Service (EBS) programme and e-Learning
service for supporting the high school graduates to prepare for
NSATUE, which are part of the national initiative taken to reduce
huge private tutoring expenses paid by Korean family, is a unique
educational system which drives the new IT era with the convergence
of Internet and broadcasting communication technology. erefore,
the existing ICT infrastructure, combined with the readiness and
preparation for e-Learning lays ground for a new educational system.
Second, e-Learning drives education reform that provides access
anytime and anywhere to anyone with a desire to study. Generally,
e-Learning means utilizing ICT to expand education; however, this
does not mean just utilizing ICT as an end. E-Learning suggests
utilizing ICT to remove limitations of time and space so that anyone
could have the opportunity to study and learn at an individual level.
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24 E-Learning in the Republic of Korea
Table I-1 shows that e-Learning became quite popular in the Republic
of Korea regardless of gender, age, and educational and vocational
background of learners.e highest ratio of young people is explainedby the fact that they were taking courses relevant to NSATUE aer
school. is was also proved by the growth ratio of 19.7% in 2009 as
compared to the number of high school students in 2008.
Table I-1
E-Learners in the Republic of Korea
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H%?R4#"F&B
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6DBB:$ ,_X, ,^X_ `^XY +MXQ
2D4@ QQX^ `+XY M/X_ MX]
?@"": ,MX_ ,MX] Q/XY /XM
c"?%"&%:H%?R4#"F&B
>8FB$&8 ,,X` Q/X_
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>$#.D?$T9#"BF?"& +,X+ YYX^ -A -A
2"F7$3DL$ +/X/ +/X_
1"N:$77 Y+X+ Y,X_
Source: NIPA (2010). Reformulated by Hwang (2009a).
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!!
##
1. Overview
Introduction of ICT in education in the Republic of Korea began with
computer literacy education and was further extended to nurture
human capital by allowing more opportunities for learning and
improving the quality of education. Policies for ICT and e-Learning
were initiated by MEST in association with the projects driven by
Ministry of Knowledge Economy (MKE) in 1987. Some examples
are the National Basic Information System Project, High Speed
Broadband Network Project, Framework Plan for IT Development,
and the e-Government Project. MEST orchestrates the process of
ICT policy making, establishing ICT infrastructure, teacher training,evaluation, and monitoring. MKE has been undertaking initiatives
to establish communication networks infrastructure including LAN
connections at each school and nationwide high-speed Internet
for elementary and secondary schools. In this regard ICT policy in
education has been implemented through collaboration between
MEST and MKE.
Figure II-1 shows the legal framework which supports ICT initiatives
and cooperation among ministries to nurture globally competitivehuman resources by making full use of well-established world-class
infrastructure for learning.
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26 E-Learning in the Republic of Korea
1.1 Progress of ICT Use in Education
e implementation of ICT policy in education included three
stages in terms of the establishment and expansion of its usability.
e first phase was focused on establishing a world-class ICTinfrastructure to initiate the educational information service.
e second phase was devoted on quality education and open
access to the information related to the education and training
Figure II-1. Legal Frameworks for the Promotion of ICT.Source: Hwang (2009a).
$J$%#&D&4 ;&BF78#E9#"C""& J%3
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Policy Planning 27
services available within the ICT infrastructure: e-Learning and
capacity building programme for teachers and CEOs of elementary
and secondary schools. e third phase was designed to createsustainable learning environments including u-Learning and
mobile learning, which provide students with more flexibility and
more secure education information service. is should be further
developed to allow students and primary and secondary schools
to use digital textbooks instead of printed textbooks. Expanding
global cooperation with developing countries through partnerships
for sharing experience and best practices in ICT in education
have been emphasized to take a leading role in the use of ICT in
education.
1.2 Roles of Organizations
Promotion of ICT in education has been driven by strong cooperation
among three unique key players: Ministry of Education, Science,
and Technology (MEST), Korea Education and Information Service
(KERIS), and 16 Metropolitan Provincial Offi ces of Education
(MPOEs). As shown in Table I-2, MEST coodinates the processes
related to ICT policy making and its implementation. KERIS plays
exclusive role in supporting and developing the implementation
details of the National ICT policy: the guidelines for content
development, CHLS, and quality evaluation, monitoring progress
of government initiatives, and performance analysis. Sixteen
MPOEs autonomously implement national ICT policy to achieve
the goals that regional schools and students would expect to attain
in terms of quality education and social inclusion: providing equal
opportunities for students in their regions. e policies to bedescribed below are grouped into those for school administration,
training for students and teachers, e-Learning, and protection of
individual privacy.
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28 E-Learning in the Republic of Korea
Table I-2The Roles of MEST, KERIS, and 16 MPOEs
!"#$%&'( 6789 :75;8 ?7@
;I= )":D?E):%&&D&4
e.$#%#?@D&4 )":D?E ):%&&D&4%8 &%"&%: :$.$:
>F))"#8 8" 6'>= %&B 69e'D& 8@$ $:%N"#%"& "L 8@$%?"& ):%& 8" DC):$C$&8&%"&%: ;I= )":D?E
;C):$C$&8 %&B $78%N:D7@;I= )":D?E L"# $%?@ 69e' D&?"C):D%&?$ 3D8@ &%"&%:)":D?E
;C)#".$C$&8"L J%3 %&B%?87
'78%N:D7@ %&B DC):$C$&8:%37 %&B %?87 L"# 69e'7%&B 7?@"":7
>8FBE )":D?E L"# $78%N:D7@D&4%&B DC)#".D&4 :%37 %&B%?87
0$.$:") %&B $($?F8$%?"& ):%&7 L"# $%?@ 69e'%&B 7F)$#.D7$ 7?@"":7 D&DC):$C$&&4 8@$C
;&L#%78#F?8F#$)#".D7D"&
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L"# DC)#".$C$&8
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dF%:D8E ?"&8#": %&BC%D&8$&%&?$S ")$#%"& "L% #$7"F#?$ 7@%#D&4 7E78$CS#$7$%#?@ L"# $KJ$%#&D&478%&B%#B7
I"&8$&8 B$.$:")C$&8 D&?"C):D%&?$ 3D8@ &%"&%:4FDB$:D&$7 L"# ?"&8$&8B$.$:")C$&8 %&B #F&&D&4?"&8$&8 D& ?"&OF&?"& 3D8@!'G;>
=$%?@$#8#%D&D&4
9:%&&D&4 L"# 8$%?@$#8#%D&D&4 %&B NFB4$8%::"?%"&S )#".DB$4FDB$:D&$7 L"# 8#%D&D&4 %&B")$#%"&%: C%&%4$C$&8
>F))"#8 ):%&&D&4 L"#8$%?@$# 8#%D&D&4S ?"&8$&8B$.$:")C$&8S #F&&D&4S %&B#$7$%#?@ "& 8#%D&D&4 D77F$7
;C):$C$&&4 &%"&%:8$%?@$# 8#%D&D&4 ):%&$78%N:D7@$B NE 69e'
-';>B$.$:")C$&8%&B ")$#%"&
9:%&&D&4 &%"&%: )":D?ES")$#%"&%: C%&%4$C$&8S%FBD&4S %&B $.%:F%"& "L)$#L"#C%&?$
9:%&&D&4 L"# ")$#%"&"L I$&8#%: -';> I$&8#$S#F&&D&4 %&B C%D&8%D&D&4 D877E78$C %&B 7"3%#$ %&B@%#B3%#$ #$7"F#?$7
9:%&&D&4 L"# ")$#%"& "L#$4D"&%: ?$&8#$S ")$#%"&"L ?"CCF&D?%"& 7E78$C7%&B 7"3%#$
'.%:F%"& "L8@$ F7$ "L ;I=
9:%&&D&4 8@$ $.%:F%"&"L ;I= F7$ D& 69e'7 %&B7?@"":7f $.%:F%"&
0$.$:")D&4 %&B %77$77D&48@$ 4FDB$:D&$7S D8$C7SDC):$C$&8%"& %&BL$$BN%?R "L $.%:F%"&
9#".DBD&4 6'>= 3D8@$.%:F%"& B%8%SDC):$C$&&4 %&B #F&&D&4%& $.%:F%"& 7E78$C %87?@"": :$.$:
I:$%#%&?$ "LD&L"#C%"&BD.DB$7
9:%&&D&4 %&B!
&%&?D&4 L"#BDCD&D7@D&4 D&L"#C%"&BD.DB$7 %C"&4 #$4D"&7S7?@"":7S %&B )%#$&87 3D8@BD$#$&8 D&?"C$ :$.$:7
G$7$%#?@ "& @"3 8"BDCD&D7@ D&L"#C%"&4%)7f DB$&!?%"& "L N$78)#%??$7
'78%N:D7@D&4 %&B #F&&D&4):%&7 %DC$B %8 #$BF?D&4D&L"#C%"& BD.DB$7
Source: MEST and KERIS (2009).
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Policy Planning 29
1.3 Utilization of ICT Infrastructure
Reasoning from positive expectations on the use of well established
ICT infrastructure, the ROK government decided to introduce
e-Learning in elementary and secondary education and in National
Human Resource Development (NHRD). E-Learning was adopted
as national strategy to develop NHRD and to realize a lifelong
learning society. First of all, e-Learning is acclaimed to be a new
paradigm in the knowledge-based society. Many countries adopted
e-Learning as the main educational tool to handle new knowledge in
a timely manner, to obtain new knowledge, and to lead the trend in
the knowledge revolution. With the onset of the knowledge-basedsociety, economic and social development is driven by knowledge,
and knowledge is considered to be the most important aspect of the
learning environment. Second, e-Learning is one of the best ways
to strengthen national competitiveness. One of the most important
reasons for adopting e-Learning is the idea that the educational and
industrial sectors should coordinate their efforts, so that e-Learning
could lead to a more educated society and thus lay the foundation for
national competitiveness.
E-Learning has been developed as a main national strategy with which
ministries of the ROK government are draing and implementing
various policies. MEST drives educational policies with e-Learning
to strengthen public education and expand lifelong learning.
1.4 Government Initiatives to Fully Utilize ICT
In elementary and secondary education, the incorporation of ICT into
Master Plan I and II was implemented between 1996 and 2005. Main
actions taken during this period were distribution of PCs, connecting
to the Internet, and training teachers to enhance ICT skills. e
utilization of existing ICT education was expanded with numerous
e-Learning projects: EBS E-Learning Project for the NSATUE,
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30 E-Learning in the Republic of Korea
Cyber Home Learning System, and E-Learning Development
Master Plan and many others. Furthermore, in the higher education,
E-Campus Vision 2007 was established to use e-Learning as afoundation for the policy.e plan aimed to divide the country into
10 regional sectors, designate 10 universities as e-Learning Support
Centres and invest approximately USD 160 million to revitalize
e-Learning in universities and institutes by 2007. In lifelong and
career education, distance learning centres were established and
operated at the level of other higher education facilities. e Korea
National Open University and Air and Correspondence High School
used e-Learning to meet the demand for learning from working
students, those trying to find new job opportunities, and lifelonglearners encouraging them to achieve personal goals for fulfilment
and self-esteem.
In 1999 the Ministry of Employment and Labour (MOL) approved
the Communication and Training through Internet Policy to use
e-Learning in career education. Moreover, the Ministry of Public
Administration and Securities (MOPAS) has taken measures to
utilize e-Learning to foster the training of government officials.
E-learning was recognized as a major knowledge business since theMinistry of Knowledge Economy enacted the E-Learning Industry
Development Law in January 2004 to facilitate growth of the
e-Learning industry. e Ministry also issued the Law of Online
and Digital Contents to promote the development of digital content
and protect intellectual property rights of authors and developers.
e most important efforts to adopt and make e-Learning popular
were initiated in 1997 by the Ministry of Science and Technology.
e feasibility study on adopting cyber education (the term used
for e-Learning at that time) to the education system in the Republicof Korea initiated by the Ministry was the first stepping-stone that
ensured the current flourishing of e-Learning in every sector. e
popularity of e-Learning began gaining momentum in 2000 when
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Policy Planning 31
MEST established the Cyber University and allowed higher education
institutes to use e-Learning in regular courses.
Since the importance of e-Learning has already been recognized,
several ministries have elaborated e-Learning policies. However,
the availability of several policies on e-Learning in each ministry
does not guarantee their integration, as the policies tended to be
rather supplier-driven, whereas the development of content for
e-Learning should be user-driven and based on a more systematic
national approach. erefore, MEST elaborated the E-learning
Development Master Plan to integrate e-Learning policies and to
achieve the national goal of achieving a learning society and NHRD.e E-Learning Development Master Plan strived to build a
Beyond E-Learning Korea in order to develop NHRD and bridge
the information gap among social groups with the aim of reaching
excellence and equity in education.
2. ICT Policy for Quality Education
Computer education can be considered as a starting point for ICT
use in education in the Republic of Korea. With the growing needs
for computer education at schools, official discussions on computer
education on a national level became part of the debate on education
reform. In 1987, the Education Reform Deliberation Committee, in
its report Master Plans for Education Reform, justified introducing
computers to schools to improve teaching methods at elementary and
secondary schools, to promote science and technology education,
and to prepare for an information society.
In December 1987, to promote efficient computer education MESTannounced Measures to Strengthen Computer Education in
Schools, which were the first step in national policy on education
informatization in the Republic of Korea. e measures were
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32 E-Learning in the Republic of Korea
aimed to universalize computer education at schools and achieve
an information society based on increased computer education
opportunities, development of learning methods that include the useof computers, and computerization of school operations.
e Measures to Strengthen Computer Education in Schools
eventually led to the three Master Plans on ICT Use in Education
(see Figure II-2). In view of political and social demand, other plans
were created to supplement the master plan, for example, Guidelines
on Elementary and Secondary School ICT Education, which empha-
sized curriculum management not addressed in the Master Plans.
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Policy Planning 33
is provision was the main focus of the reform. To this end, several
subjects included computer-related knowledge and related skills, and
teachers who could teach those subjects were trained accordingly.In addition, national support systems and Computer Assisted
Instruction (CAI) programmes were developed.
e first Master Plan started in 1996 strived for an ICT-friendly school
environment, infrastructure and training being its main objectives.
e objective of the second Master Plan started in 2001 was to activate
ICT education. Educational content needed for instruction and
learning were shared and distributed, and all teachers were required
to receive training in ICT use in education. In 2003, education
administrative tasks were automated by implementing the National
Education Information System (NEIS) in association with MKEs
e-Government project. e third Master Plan began in 2006 and was
aimed at ICT use in education with future education and u-learning.
Textbooks, which served as important tools in schooling, were to be
replaced by digital textbooks and tested in schools. Other endeavours
included a shito u-learning facilities, content and projects.
2.1 The Master Plan I for ICT Use in Educatione real catalyst in shiing computer education to informatization of
education was the creation of a new education mechanism proposed
by the Education Reform Committee, a consultative body to the
President. In thefirst phase of education reforms, ICT use in education
was defined as allowing everyone to receive education without
time or space constraints by using state-of-the-art ICT and various
approaches were proposed. At the second session of the Committee, a
more comprehensive education informatization method intended to
reform the education system was announced as part of the third and
fourth education reform measures. e education informatization
measures introduced in these plans guided subsequent ICT use in
education efforts.
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34 E-Learning in the Republic of Korea
In response, MEST unified numerous education informatization
projects and established the Master Plans for ICT Use in Education,
which included informatization of elementary and secondaryschool education, tertiary education, education administration, and
development of personnel in the information industry. In 1996, the
education service system EDUNET went online, and the Research
Information Service was launched the following year. Also, a student
record computerization programme was developed and distributed
to schools, and a School Information Management System (SIMS)
was implemented at that time. e Presidents New Year message
on January 3, 2000 relayed strong impetus for informatization of
education. e efforts to implement this intention resulted in thefoundation for school informatization laid by connecting all schools
across the nation to the Internet and the intranet by the end of 2000.
2.2 The Master Plan II for ICT Use in Education
e second Master Plan expanded the subject and scope of ICT
use in education to education development and human resource
development. In particular, the focus of particular attention of
elementary and secondary school education was improvement oflearning outcomes based on ICT use in education. Developing critical
thinking and problem solving abilities was in the spotlight; plans
for tertiary education, lifelong education, and job-related training
all strived for similar goals. At the same time, researchers tried to
minimize adverse effects of informatization through provision of
support to the less privileged. Moreover, projects had to result in the
development of an information and education culture for students,
youths, and other participants. Since the creation of a support system
was planned, these projects were effectively implemented.
e plan included improving school data infrastructure to match
OECD levels (5 students per PC, +2Mbps Internet connection speed),
and building an education administration information system to
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Policy Planning 35
share and disseminate administrative information, improve education
administration transparency and efficacy, and facilitate school teacher
tasks. Based on this, an online civil petition service would be provided.Furthermore, 33% of school teachers had to undergo two phases of
informatization training annually to enhance ICT skills, followed by
proficiency evaluation.
Textbook-appropriate multimedia education resources and teacher
soware and guidelines had to be created. A safe information
culture had to strengthen the education regarding information and
communication ethics, and establish a system to block undesirable
content. e digital divide should have been bridged through the
support of marginalized groups and population of remote regions.
International education cooperation networks had to be built, and
a practical informatization index and evaluation support network
should have been developed. e educational impact beyond the
application of ICT and the tools required to reflect the results in
policies had to be analysed systematically.
During the implementation of the second Master Plan, an additional
plan was created by the Ministry of Education and Human Resources
Development to support the main plan through the establishment of anE-Learning Systems Cluster and Methods to Develop an E-Learning
Support System for Improving Public Education. is plan defined
the e-Learning support system as raising the quality of teaching
through the use of information and communication technology,
promoting self-education, and organically connecting the school-
home regional society to revitalize a learning culture community.e
plan was designed to achieve the objectives: to promote an engaging
and rewarding classroom environment, revitalize student-centred
learning, facilitate a sense of community of learning, and establish
systematic and cultural-systematic foundations. e technology had
to enable a learner to connect with an instructor (teacher, mentor,
or counsellor), fellow student, or gain access to the materials and
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36 E-Learning in the Republic of Korea
resources needed to learn regardless of physical location. e govern-
ment suggested ways to make this a reality through e-Learning.
As a result of the second Master Plan, ICT was actively applied in
elementary and secondary schools, and education information
services were bolstered through the implementation of Cyber Home
Learning System services and Educational Broadcasting Service
(EBS) lectures. Other outcomes included the enrichment of Internet-
based education administration services and resource databases to
support higher education.e application of ICT seemed to be linked
to improved academic achievements: when the 2003 PISA aptitude
tests were re-analyzed, students using ICT appeared to have higher
levels of academic achievement than those not using.
2.3 The Master Plan III for ICT Use in Education
Computer literacy efforts, implementation of the first and second
Master Plans, and expanding use of ICT in education led to certain
quantitative and qualitative changes. e next step was to actualize a
society where education was available to anyone, anytime, anywhere.
More importantly, with the increasing demand for creative minds
and individual knowledge and study, the role of ICT use in educationbecame more important than ever. Furthermore, adverse effects of
ICT use in education were becoming more apparent, including but
not limited to a widening digital divide, unethical use of information
and communication technology, and obsolete laws and institutions
that stiffened the full potential of information and communication
technology from being realized.e third Master Plan was initiated to
address these issues. e vision of this phase was to build u-learning
society and turn the Republic of Korea into a human resources
powerhouse. e plans goals were to increase knowledge creation
and learning capability, create ubiquitous learning environments,
bridge the digital divide, strengthen stability, and make Korea a global
leader in ICT use in education. To achieve these aims, 22 projects in
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Policy Planning 37
eight fields were selected, and a five-year plan for implementation of
these projects was developed.
An equally important element in school education is the trial process
at certain schools in which physical textbooks are being replaced
by digital textbooks, while policies and strategies for u-learning
based school facilities and content development are being devised;
the Education Public Key Infrastructure Centre and the Cyber
Education Security Centre, in particular, were founded and run to
protect individual and parental rights to education and information.
3. Policies for Promotion of E-learning
3.1 Goals of E-learning
E-learning policy, which was a part of the Plan to Reduce Private
Tutoring Expenses, was well received by the public. e Korean
government has accelerated the expansion of e-Learning to
elementary and secondary schools. ese efforts aimed to strengthen
public education, and the E-learning Support Plan is another step
toward reaching this goal. e plan includes 10 specific tasks in orderto support teaching and learning efforts in educational fields:
(1) Quality content service
e government ensures quality educational content so that
teachers can design their lectures with account of individual levels
and characteristics of students. In particular, the service focuses on
developing lecture materials classified by level and selective courses
and the development of teaching-learning materials for vocational
high schools to improve learners creativity and humanity.
(2) Vitalizing the teachers participation network
In order to strengthen teachers specializations in accordance with
self-development and collaborative cooperation between them, the
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38 E-Learning in the Republic of Korea
government will vitalize an on- and off-line network, strengthen
consulting and content service capability, operate research conferences,
research institutes for specific subjects, and provide nationwideresearch and training networks to share the results of studies.
(3) Development of various types of self-education content services
16 MPOEs will develop self-education content so that students
can choose subjects in accordance with their level or interest. e
unique content of each province will thus help students better
understand other regional features of Korea. At the same time, the
government will integrate the item-pools serviced by the Korea
Institute of Curriculum and Education (KICE) and KERIS, and builda database of quality item-pools collected nationwide. e students
can then utilize the item-pool service to diagnose and assess their
achievements and performance level.
(4) Support for two-way self-education
In order to facilitate students self-education ability, the government
will build the Cyber Home Learning System. is will provide for
a collaborative environment, provide learning management and
counselling services, organize cyber classes for students, and assigncyber teachers to manage study and learning support through
systematic management and learning consultation.
(5) Strengthen school-home-community collaboration
An awareness of what is happening in school education by the
community and parents promotes the development of a regional
community infrastructure and database so that the community
can utilize the educational infrastructure resulting in even higher
involvement by community members in school education.
(6) Expanding educational opportunities for the disadvantaged
e Korean government strives to support the e-Learning environ-
ment for the disadvantaged by providing PCs and subsidizing Internet
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Policy Planning 39
access fees, and by operating a cyber-school in National Cyber High
Schools for their benefits. e goal of these efforts is to minimize the
informational divide that currently exists.
(7) Establish the e-Learning management system
With the National Teaching and Learning Centre EDUNET
MEST has been trying to strengthen collaborative relationships
with affi liated organizations and with the teaching-learning centre
operated by 16 MPOEs to support public education. In addition,
MEST will expand integrated quality management services and
operational HRD through a nationwide, one-stop service system.
(8) Infrastructure reform for system effi ciency
e infrastructure of regional schools will be reformed to maintain sta-
bility in e-Learning operations.e government will utilize the existing
infrastructure to integrate the system, build management systems for
content and users, and maintain efficient operation of the system.
(9) Laws and regulations
Laws and regulations must be set up to vitalize e-Learning and to
build an effi cient educational environment. e Elementary and
Secondary Education Laws need to be revised to expand e-Learning
areas, and the E-learning Facilitation Law must be enacted to guide
the central government, the 16 MPOEs, as well as the private sectors,
to build inter-ministerial cooperative relationships.
(10) Increase public awareness
To build public recognition of the necessity for e-Learning and to
stimulate the desire to implement e-Learning, various channels
of publicity need to be developed. e result of policy planning,
pilot models of e-Learning schools and noteworthy examples will
heighten public awareness and gain attention. e main purpose of
this activity is to promote unbiased recognition of e-Learning so that
people can tap into their great potentials.
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40 E-Learning in the Republic of Korea
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Figure II-3. Major E-Learning Initiatives by Korean Ministries
Source: Hwang (2009a).
3.2 Mobilization of ICT Policy
To implement the national policy, the government will first provide
an integrated e-Learning vision with the goal of building a leading
country in the knowledge society. Second, the government will
build a collaborative system among ministries and associatedorganizations. ird, the government will initiate reforms for
a well-balanced development, and support the disadvantaged.
Finally, through national integrated evaluation, the government will
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Policy Planning 41
maximize the efficiency and effectiveness of e-Learning projects. e
aforementioned four main policies will be implemented according to
the following guidelines:
(1) Supplement and reform public education by vitalizing e-Learning
E-Learning is a new educational paradigm designed to provide
education to anyone, anywhere, and anytime. is characteristic
of e-Learning can solve the problem of inequality in educational
opportunities, and achieve self-motivated and creative learning
abilities.erefore, integration of e-Learning policy must be achieved
to respond to national expectations regarding e-Learning and to
strengthen public education.
First, the government will support public education by integrating
existing e-Learning projects.e national Teaching-Learning Center,
EDUNET, Cyber Home Learning System, and the EBS e-Learning
project for the NSATUE will be integrated and collaborate on
to produce a synergy effect. rough these integration efforts,
e-Learning will play a vital role in not only reducing private tutoring
costs, but it will also offer an alternative way to solve social and
educational problems. In order to drive e-Learning policy more
successfully, building cooperative relationships between interested
parties will be essential.
Second, e-Learning methods, which can be customized to teachers
demands, must be developed. is programme will serve as a
distance learning centre during teachers training period and will
provide consulting services to strengthen teachers e-Learning
utilization capabilities. e National Teaching-Learning Centre,
EDUNET, and regional teaching and learning centres operated by
16MPOEs will provide e-Learning consulting services to teachers. In
addition, an e-Learning Research and Development (R&D) Centre
was established in April 2005 to systematically support the creation
of e-Learning philosophy, knowledge, policies, and theories.
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42 E-Learning in the Republic of Korea
ird, e-Learning will promote active participation of parents. For
example, e-Learning can be utilized as a personal tutor or counselling
tool to increase parent involvement in e-Learning so that teachers,parents, and the community can become more closely connected to
the No Wall in School project and the establishment of the overall
e-Learning system. In particular, the E-tutor is an educational
certificate system where certified parents are entrusted as e-tutors so
they can transform their interest in private education for their children
to public education. MEST will build a collaborative system for the
practical use of e-Learning by teachers, parents and communities
by developing and operating e-Learning programmes on EDUNET.
Enabling self-education abilities will be reinforced resulting inthe increased effectiveness of e-Learning. Support materials and
programmes such as cyber ethics and morality will also be provided
to secure a healthy e-Learning environment.
(2) Development of key human resources through e-cluster
To develop key national human resources, the e-cluster will be
maintained in connection with established industry, education and
research institutes.
First, high-end and R&D human resources must continuously
be provided for the long term development of e-Learning and the
improvement of national competitiveness. An education-industry
collaborative system will be built to develop new technology and
human resources to provide high quality content and solutions.
In order to build the industries-education-institution cluster, the
government will vitalize the E-Learning Support Centre project
in universities that had begun in 2003. e E-Learning Support
Centre project in Universities initiated by MEST and the Industries-
Education Collaborative University project and Specialize for IT
Industry project initiated by MKE contributed to the creation of
various business models and to establishing a self-reliant R&D basis
by utilizing content and operating know-how.
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Policy Planning 43
Second, the government has constructed the Regional Information
System (RIS). e E-Learning Support Centres in universities have
been playing key roles in cooperating with regional strategic industriesto develop key human sources and new technology in association with
the New University for Regional Innovation (NURI) project.
ird, the government provided an e-Learning HRD plan to
cultivate those human resources well trained in both IT techniques
and educational knowledge. In this sense, the ministries have been
promoting the installation of e-Learning programmes in departments
of educational technology and graduate schools. According to the
International Data Corporation (2003) study results, the average IT
industry growth ratio was 5.3% in 2003. In comparison though, the
growth ratio of the e-Learning industry was a staggering 33%, and
the lack of qualified human resources became a serious problem.
Fourth, the Ministry has been striving to improve the competitiveness
of higher education through the e-teaching and learning system.
Particularly to help solve the current industrial problems of uneven
supply and demand of human resources in terms of quantity and
quality, customized education courses using e-Learning need to be
developed.
(3) Support for vocational education through e-Learning
Vocational education is a leading area in adopting e-Learning into
education. Existing policies and inadequate areas will be consolidated
to improve the efficiency and effectiveness of e-Learning.
First, support plans will be prepared for Internet training organizations
to further encourage their specialization and diversification.
Currently, Internet training organizations operate mainly for the
purpose of obtaining certification in the area of office management and
IT. e plan includes giving incentives for specialized programmes,
developing specialized models by universities and the Korea
Research Institute for Vocational Education and Training (KRIVET),
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44 E-Learning in the Republic of Korea
and providing consulting services. e Ministry will also support
education programmes for blue-collar workers, farmers, and women
who have had relatively fewer educational opportunities. Relatedministries will allocate a budget for development of e-Learning
content, and universities will take responsibility to develop content.
Internet training, which mainly focuses on obtaining licenses for
offi ce management or information technology, will be specialized
and diversified by organizations. e government must constantly
provide e-Learning content in the area of agriculture or productive
labour groups since such areas are regarded as having an unprofitable
investment return ratio. For example, as a government-university
collaborative project, the responsible ministry can support collectionof funds for the university and that university could in turn provide
the e-Learning content.
Second, the government will find further ways to facilitate and
diversify e-Learning. A five-day work-week system was initiated and
it is spreading throughout society in the Republic of Korea.erefore,
e-Learning should respond to increasing demands for home learning.
For example, an educational expense could be treated as a deduction
from earned income tax to facilitate and expand e-Learning. eCredit Bank System is an example of such efforts and the system was
initially operated in 6 pilot organizations. With the evaluation of its
results, the system should be expanded. e E-Learning School
project will be launched and qualified libraries, schools, and Internet
cafes will be designated as an E-Learning School and a lifelong
education counsellor will be assigned to each school. Vocational
education will especially be reinforced to support employees of small
to mid-sized companies. In order to increase the accessibility of
e-Learning, a customized e-Learning system will be built upon whichcareer education and job information will be provided. e Career
Net (http://www.career.re.kr), which is operated by the KRIVET, will
be reformed to support customized job information services.
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Policy Planning 45
ird, e-Learning utilization in public sectors will be expanded
to train teachers and public employees. Especially, e-Learning
programmes for continuous self-development and learning will beprovided. For example, the cyber education centre, operating under
the Central Officials Training Institute, will be expanded to provide
knowledge anytime and anywhere. e cyber education centre will
provide a user-based online training programme. Each ministry will
share its e-Learning content and initiate strategic alliances with the
private sector to develop high quality content, and plan a systematic
approach to increase e-Learning utilization. Teachers can access the
e-Learning-based online training programme anytime to minimize
their work-load during a school session. e Ministry will build acollaborative relationship with universities, private organizations,
and other related organizations. For example, the one-stop services
of e-Learning programmes operating in training centres under the 16
MPOEs, private organizations, and universities will be implemented.
(4) Reform regional human resources through e-community
Regional HRD with e-Learning supports a balanced national
development, which is a major strategic goal of the national
administration.
First, e E-learning Supporting Policy, which includes the
involvement of all governmental bodies, will be launched to
support the disadvantaged. Current informatization policies for
the disadvantaged are executed individually by each ministry.
ese policies will be integrated and connected to expand learning
opportunities for everyone. Preferential investment projects of
social welfare and education will be implemented, such as building
e-Learning infrastructure for public self-study facilities and initiatingthe E-learning Zone project providing study counsellors to support
open e-Learning for all. e information divide between regular
school students and alternative schools or night school students is
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46 E-Learning in the Republic of Korea
widening; therefore, support training and policies for students must
continue to be implemented. Furthermore, the Ministry will expand
learning opportunities in e-Learning for those who have difficultiesgetting into the regular education system such as children from
North Korean defectors, those hospitalized for long periods, and
juvenile delinquents.
Second, the E-Lifelong School System will be considered a long-term
system, which can support school dropouts. e number of school
dropouts has increased since 2000 and the number of those who did
not complete secondary education below the age of 15 is increasing.
In the current educational system, once someone drops out of theregular education system, it is very difficult to get back on track. e
E-Lifelong School System will be operated on a regional basis utilizing
Open Universities and the Air and Correspondence High School.
ird, the Ministry will build networks within regional educational
facilities. is could include an integrated e-Learning portal site of
regional educational information services or education information
services organizations under the 16 MPOEs.erefore, the Regional
E-learning Committee will be established to compromise separate
e-Learning projects operated by regional educational organizations.
Furthermore, the system focuses on not only providing educational
information, but also on the information that can be created by
learning communities to help solve regional educational issues.
Fourth, the existing infrastructure will be transformed into an educa-
tional infrastructure. For instance, the lifelong learning community
construction project driven by MEST and the e-Community
pilot project driven by the Ministry of Public Administration and
Security can be consolidated through e-Learning. Citizens canobtain e-Commerce and Internet utilization skills through the
e-Community project. e e-Learning section will be established in
regional community information centres so that anyone can access
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Policy Planning 47
e-Learning to further their knowledge and skills. e EDUNET and
the e-Community project will be connected so that a collaborative
relationship between the school and the community, as well as betweenthe urban and the rural will be established.ese projects will expand
regional educational opportunities and learning experiences for all
community members. e IT Volunteers project will be launched
with high school and college students to support informatization of
rural regions.e lifelong learning community project will be vitalized
and incorporated with regional governments. All suc